(YouTube, n.d.).

Assessment item 3 – Online Activity and Evaluation – “Coca-Cola Is Testing a Paper Bottle”.

Introduction and learning outcomes.

The intended audience for this exercise comprises of intermediate ESL learners. All in which have varying abilities and experience in the English language and use of technology such as mobiles, personal computers, tablets and interactive software, for example YouTube. The main intent and outcome are to ensure students can interact and learn effectively from YouTube and Quizlet. Other learning outcomes related to the listening and comprehension exercise are – 1. Identify and comprehend the main idea and supporting details of a short academic listening task with some simplified vocabulary and presented at a pace slowed by pausing and repetition. 2. Use stressed words to identify key details from the listening task. 3. Use intonation to make inferences for both the listening objective and using the technology. 4. Identify numerical information and timelines on YouTube. 5. Able to take notes using a partial outline informal listening passage. 6. Use completed outlines to answer questions and summarise.

Analysis in line with educational theories.

These tools relate and draw on two main theories of education, connectivism plus constructivism and touches on the experiential learning, which may lead to further experimentation by the learner and increased motivation (Kolb et al., 2014). The connective aspect from the tools addresses new ways for the student to connect, network and learn online, enhancing the learner’s experience. The learner also draws on experience and knowledge to construct new pathways to interact with the technology (Minnesota State University, n.d.). These chosen technology platforms help the learner engage with common proven tools used in education today. They help personalise the learners experience to make it more interesting. The comment and chat section assists the learner to engage with the teacher and others within the chosen technology. This translates into a modern learning experience that ensures better educational outcomes for the learner. The chosen technology meets the learner’s needs, as the ESL genre related content can easily be adapted to YouTube and Quizlet to enhance the teaching and learning experience. Pace of delivery can be personalised by the student along with the formative assessment, allowing flexibility. This feature caters for varying levels within the cohort of learners. A systematic approach to the overall design ensures that the task is suitable and accessible, across devices such as mobile and PC (Perkins, 2019).

TPACK, connectivism and constructivism.

The assigned online task sits between two learning frameworks, traditional pedagogical and technology learning frameworks, based on connectivism and constructivism. The TPACK model (Technology, Pedagogy, and Content Knowledge) adds technology to pedagogical content. When considering the TPACK model, prior experience as well as learner motivation and readiness were the key elements when choosing the technology and designing the content. One of the main theories that relate to the task is connectivism. This theory was discovered by George Siemens is a relatively new and relates to networks and how learners can learn online. These chosen tools use the internet to draw on that theory. Students can study at their own pace and create networks online to help them learn at a personal level (Dudas, 2016). In relation to this task, the student obtains knowledge from the network and organisation to gain further knowledge through the cycle. When learners learn to interact with familiar tools like YouTube, they establish a learning habit for further discovery, which improves digital literacy and enhances critical thinking. (Howell, 2013, p. 28). This ensures the learner is potentially tech ready for further education (Jones, 2020). The tools encourage the learner to self-research online and seek information from peers and teachers relevant to the task in a collaborative way. By introducing a learning environment in line with connectivism it ensures the learner is able to navigate a variety fields in the future related or unrelated (Minnesota State University, n.d.). YouTube and Quizlet help transfer the listening task in meaningful ways relevant to the digital age. Currency of the tool also ensures the learner engages with interest with previous knowledge. Engagement especially with Quizlet combines established and new methodology to the interactive learning space. This leads to the theory of constructivism “describing how learning happens, regardless of whether learners are using their experiences” (Howell, 2013, p. 23). When considering the tools, constructivism is an important theory to take into account. Usually when we design tools and content, we allow the learner to utilise previous knowledge and build on that knowledge when interacting with the tools. The chosen tools reflect the background of the learners so that they can use the technology with ease. An example being is that the learner can navigate menu tools from previous knowledge, leading to a seamless user experience. The assumption is that the learner can build on previous skills when interacting with YouTube and Quizlet. The design of the tools takes active learning into account, where learners engage actively to what they are learning. This allows for “meaningful connections between prior knowledge, new knowledge, and the processes involved in learning”(McLeod, 2019, p. 1. para 4). Learning via these tools becomes an interactive approach, while keeping this theory in mind. The teacher helps construct the students own knowledge with aid from interacting with the tool. Thus, the teacher’s role becomes interactive and less one directional. The design of the tools is around the student and not the teacher. They represent numerous modes, text graphics and audio that the learner can reflect and build on. This allows the student to remain alert through the whole learning experience. The end result being that the tools reflect the student’s interest, which leads to valuable and productive learning outcomes. When the learner interacts with the tool, many questions can arise sparking vital discussion and feedback. This can relate to the content or the tools themselves in relation to modification (Brooks & Brooks, 1999).

Feedback features and conclusion.

The tools do have and integrated feature to allow for feedback. The feedback features are comment and reply-based mechanisms. This can be a productive way to receive feedback on learner content and the tools. Where an automated feedback feature is not present a PDF or word document can take its place. This can be a form or template, with pre-defined questions with free format, allowing feedback to be personalised and secure with the option of anonymity. The feedback feature also gives the student a sense of wellbeing and enthusiasm for learning. Along with feedback from the learner and if published to the wider internet? The learning task can receive feedback (in form of constructive comments) for improvement from other professionals and peers in the education sector (Dudas, 2016). After analysing feedback through numerous stages of this course, via a connected online classroom in form of discussion forums, blog comments and direct feedback from peers and educators. I have learnt to apply new invaluable skills, insights and techniques, to further develop, refine and deliver technology teaching content. This has the potential of improving learner outcomes in line with performative learning and learner centre models. The learning outcomes reflect the use of technology in a more explicit way with connections to the TPACK model, connectivism and constructivism. This helps integrate relevant technology with teaching and learning, modernising experience, while improving learning outcomes for the students.

(Quizlet, n.d.)

References

Brooks, J. G., & Brooks, M. G. (1999). In search of understanding: The case for constructivist classrooms. AscD.

Dudas, B. (2016). Connectivism B. Dudas; YouTube. https://www.youtube.com/watch?v=a8kqcs2aR9c

Howell, J. (2013). Teaching with ICT: Digital pedagogies for collaboration and creativity. ProQuest Ebook Central.

Jones, D. (2020). E-learning Essentials 2020. Pressbooks

Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2014). Experiential learning theory: Previous research and new directions. In Perspectives on thinking, learning, and cognitive styles (pp. 227-248). Routledge.

McLeod, S. (2019). Constructivism as a theory for teaching and learning. https://www.simplypsychology.org/constructivism.html

Perkins, R. A. (2019). Assessment and evaluation in online learning. Library Technology Reports.

Quizlet, (n.d.).  Quizlet Learning Logo, Quizlet. https://www,quizlet.com

University, M. S. (n.d.). Learning Theories: Connectivism. Minnesota State University. https://cornerstone.lib.mnsu.edu/cgi/viewcontent.cgi?article=1137&context=all

YouTube, (n.d.). YouTube Logo, YouTube. https://www.youtube.com

Learning Resources

Aschman, A. (2021). Coca Cola is Testing a Paper Bottle. YouTube. https://youtu.be/VfvZuDz34n4

Aschman, A. (2021). Coca Cola Paper Bottle FlashCards. Quizlet. https://quizlet.com/au/599237466/coca-cola-paper-bottle-flash-cards/

Aschman, A. (2021). Coca Cola Paper Bottle Learn. Quizlet.  https://quizlet.com/599237466/learn

Aschman, A. (2021). Coca Cola Paper Bottle Test. Quizlet. https://quizlet.com/599237466/test

Other Resources

Aschman, A. (2021). Task Review Feedback Form. Task Review Feedback Form